Psychologist Performance Evaluation (Form 1B)
Employee:
School Year:
EIN:
School:
Fall Summative Evaluation
Evaluator:
Status:
Probationary
Date:
Spring Summative Evaluation
Continuing
Evaluation
Self-Review
DOMAIN 1 FOR SCHOOL PSYCHOLOGISTS: PLANNING AND PREPARATION
COMPONENT
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
1a:
Demonstrating knowledge of the
profession of psychology,
including professional, ethical,
and legal standards and
regulations that guide the practice
of psychology in education
School psychologist has limited
knowledge of professional
standards, ethical expectations, and
legal regulations related to the
practice of psychology in the
schools.
School psychologist has a general
knowledge of professional
standards, ethical expectations, and
legal regulations related to the
practice of psychology in the
schools, but requires support to
further develop this knowledge.
School psychologist consistently
practices in ways that
demonstrate knowledge of
professional standards, ethical
expectations, and legal
regulations related to the practice
of psychology.
School psychologist consistently
practices in ways that demonstrate
knowledge of professional
standards, ethical expectations, and
legal regulations related to the
practice of psychology and provides
leadership in sharing such
knowledge with colleagues.
School psychologist demonstrates
little or no knowledge of child and
adolescent development, cultural
diversity, and/ or psychopathology.
School psychologist demonstrates
basic knowledge of child and
adolescent development, cultural
diversity, and/ or psychopathology,
but requires support to further
develop this knowledge.
School psychologist consistently
demonstrates thorough
knowledge of child and
adolescent development, cultural
diversity, and psycho-pathology.
School psychologist consistently
demonstrates thorough knowledge of
child and adolescent development,
cultural diversity, and psychopathology and provides leadership in
sharing such knowledge with
colleagues.
EVIDENCE:
1b:
Demonstrating knowledge
of child and adolescent
characteristics, including
knowledge of development,
cultural diversity, and
psychopathology
EVIDENCE:
1c:
Demonstrating knowledge of
assessment, including selecting
and using a range of
psychological instruments to
evaluate students, linked to
assessment concerns and
potential interventions
School psychologist demonstrates
little or no knowledge and skill in
selecting different psychological
instruments to evaluate students,
tending to select only one or two
instruments regardless of the referral
concern.
School psychologist knows a number
of tests but tends to select a
standard battery for all assessments,
with limited regard to the specific
assessment needs of each case.
School psychologist selects
different psychological
instruments to evaluate students
based on referral concern and
assessment needs.
School psychologist selects from
among a wide range of psychological
instruments to evaluate students,
selecting instruments based on the
referral concern, and linking choice
of assessment tools to potential
interventions.
School psychologist demonstrates
little or no knowledge of
governmental regulations or district
procedures or of resources for
students available through the
school, district, and community.
School psychologist displays
awareness of governmental
regulations and of most district
procedures and of resources for
students available through the
school or district, but has limited
knowledge of resources available
within the community.
School psychologist displays
awareness of governmental
regulations and district
procedures and of resources for
students available through the
school or district and the
community.
School psychologist’s knowledge of
governmental regulations and district
procedures and of resources for
students is extensive, including
those available through the school or
district and in the community and
takes a leadership role in sharing
that knowledge.
EVIDENCE:
1d:
Demonstrating knowledge of
procedures and resources,
including district procedures,
state and federal regulations,
resources within and beyond the
school and district, and the
continuum of services available to
students
EVIDENCE:
1e:
Designing a cohesive service
delivery system that solves
school-wide problems, meets the
needs of individual students, and
includes prevention
School psychologist does not appear
to have an overall plan but instead
provides services in a seemingly
random way, does not use a
problem-solving framework to work
with teachers and colleagues, and/or
is not involved with prevention
activities.
School psychologist implements a
number of worthwhile activities but
does not appear to have a coherent
plan for these, does not consistently
use a problem-solving framework to
meet needs of students, and/or has
limited involvement in prevention
activities.
School psychologist has a
coherent plan for delivering
psychological services in the
school, typically utilizes a
problem-solving approach to
responding to concerns, and is
involved in school-wide activities
focused on prevention of mental
health or learning problems.
School psychologist consistently
utilizes a problem-solving framework
in responding to concerns and
assumes a leadership role in training
and supporting school-wide activities
focused on prevention of mental
health or learning problems.
School psychologist has little
knowledge of research-based
instructional, behavioral, and/or
mental health interventions.
School psychologist has some
knowledge of research-based
instructional, behavioral, and/or
mental health interventions.
School psychologist
demonstrates knowledge of
research-based instructional,
behavioral, and mental health
interventions.
In addition to meeting the effective
standard, the school psychologist
regularly provides feedback
regarding the use of research-based
interventions, supports the
intervention provider, and suggests
modifications if an intervention is not
successful.
EVIDENCE:
1f:
Demonstrating knowledge of
research-based instructional,
behavioral, and mental health
interventions
EVIDENCE:
DOMAIN 2 FOR SCHOOL PSYCHOLOGISTS: THE ENVIRONMENT
COMPONENT
2a:
Maintaining an environment of
respect and rapport in
professional relationships and
with students
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
School psychologist’s interactions
with students are negative or
inappropriate; school psychologist
rarely engages in collaborative,
effective, and/or ethical professional
relationships.
School psychologist’s interactions
with students are a mix of positive
and negative; the school
psychologist engages in some
collaborative relationships but these
are not always effective and/or
professional/ethical.
School psychologist’s
interactions with students are
positive and respectful; school
psychologist consistently
engages in collaborative,
effective, and ethical professional
relationships.
Students, teachers, and others seek
out the school psychologist,
reflecting a high degree of comfort
and trust in the relationship and
effective collaboration outcomes.
School psychologist makes no
attempt to establish a culture of
learning and achievement, does not
use data in making decisions, and
does not promote the use of
research-based interventions.
School psychologist attempts to
establish a culture of learning and
achievement, to use data in making
decisions, and to promote the use of
research-based interventions.
School psychologist consistently
supports a culture of learning and
achievement, uses data in making
decisions, and promotes the use
of research-based interventions.
In addition to meeting the criteria for
effective on this standard, the school
psychologist actively promotes the
culture of learning and achievement
by conducting research, by helping
teachers make better data-based
decisions, and/or by routinely
suggesting changes in interventions
if the data do not support their
effectiveness.
EVIDENCE:
2b:
Supporting a culture of learning
and achievement in classrooms,
by promoting data-based
decision-making and researchbased interventions
EVIDENCE:
2c:
Implementing clear procedures for
referrals and for working with the
building-level child study process
No procedures for referrals have
been established; when teachers
want to refer a student for special
services, they are not sure how to go
about it. There is no building-level
child study process in place.
School psychologist has established
procedures for referrals, but the
details are not always clear. The
building-level child study process is
ineffective or poorly implemented.
Procedures for referrals and for
meetings and consultations with
parents and administrators are
clear to everyone. The school
psychologist supports the
building-level child study process
by providing training and/or
consultation to the team on a
regular basis.
Procedures for all aspects of referral
and testing protocols are clear to
everyone, have been developed in
consultation with teachers and
administrators, and are regularly
shared with building-level staff. The
building-level child study process
works effectively and the school
psychologist provides on-going
support and training to the team.
School psychologist does not
provide consultation on behavior
problems, does not consider
antecedents, consequences, and
functions of behavior, and does not
understand principles of positive
behavior supports.
School psychologist provides some
consultation on behavior problems;
usually considers antecedents,
consequences, and functions of
behavior; and demonstrates a basic
knowledge of principles of positive
behavior supports.
School psychologist regularly
provides consultation on behavior
problems; regularly considers
antecedents, consequences, and
functions of behavior; and
demonstrates knowledge of
principles of positive behavior
supports.
In addition to meeting the effective
criteria for this standard, the school
psychologist is able to help teachers
develop effective positive behavior
intervention plans linked to the
functional behavioral assessment. In
addition, the school psychologist
regularly follows up with the teacher
to assure that the behavior plan is
being implemented with fidelity and
helps modify the behavior plan if
desired changes in the student’s
behavior are not taking place.
EVIDENCE:
2d:
Establishing procedures for
analyzing student behavior and
providing positive behavioral
supports
EVIDENCE:
2e:
Organizing physical space,
including appropriate testing
space, space to consult with
teachers and parents, and
maintaining confidential storage
for test materials and files
EVIDENCE:
The school psychologist’s workspace
is disorganized and poorly suited to
student evaluations. Materials are
not stored in a secure location and/or
are difficult to find when needed.
The school psychologist’s workspace
is not efficiently organized and
student testing arrangements aren’t
adequate for all children. Materials
usually are stored securely, but may
still be difficult to find when needed.
The school psychologist’s
workspace is well organized;
materials are stored in a secure
location and are available when
needed.
The school psychologist’s workspace
is highly organized and is inviting to
students. Materials are stored in a
secure location and are convenient
when needed.
DOMAIN 3 FOR SCHOOL PSYCHOLOGISTS: DELIVERY OF SERVICE
COMPONENT
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
3a:
Communicating effectively by
responding in a timely manner to
referrals, parent requests, and reevaluation schedules; consulting
regularly with teachers and
administrators
School psychologist fails to
communicate clearly, effectively and
in a timely manner with students,
parents, and school personnel.
School psychologist makes an effort
to communicate with students,
parents, and school personnel, but
these communications may not
always be made in a timely manner
or may occasionally lack clarity
and/or sensitivity.
School psychologist regularly
communicates with students,
parents, and school personnel,
and these communications are
made in a timely manner and are
delivered with clarity and
sensitivity.
In addition to meeting the criteria for
effective on this standard, the school
psychologist proactively seeks
opportunities to share information
with students, parents, and school
personnel.
School psychologist resists
administering evaluations, selects
instruments inappropriate to the
situation, and/or does not link
selected assessments to the
individual context.
School psychologist collects data
from multiple sources and
administers appropriate evaluation.
School psychologist consistently
collects data from multiple
sources, administers appropriate
evaluation instruments linking the
choice of instruments to the
referral question, and links
assessment to interventions in
general and special education
settings.
In addition to meeting the criteria for
effective on this standard, the school
psychologist assumes a leadership
position in data analysis in order to
improve educational outcomes in
general education and special
education settings.
EVIDENCE:
3b:
Gathering information
systematically from multiple
sources, using test instruments
appropriately, and considering the
context for assessment and
intervention
EVIDENCE:
3c:
Serving as case manager of the
evaluation team, maintaining
contact with other professionals
throughout the assessment
process, and writing integrated
MET reports.
School psychologist rarely assumes
leadership of the evaluation team,
does not work effectively with other
team members, and/or misses
district timelines.
School psychologist assumes
leadership of the evaluation team
and maintains occasional contact
with team members throughout the
assessment process. MET Reports
may not be completed prior to
meetings and other professionals
may or may not have their portions
completed.
School psychologist consistently
assumes leadership of the
evaluation team; assures that all
team members complete their
portions of an assessment plan
and enter data into the MET report
prior to meetings; and assures
that timelines are met.
School psychologist assumes
leadership of the evaluation team
and takes initiative in assembling
materials for meetings. METs are
prepared in advance of meetings
and information from all specialists is
integrated in an exemplary manner.
All timelines are met.
School psychologist fails to plan or
deliver interventions suitable to
student needs or suggested
interventions are mismatched with
the findings of the assessments.
School psychologist provides some
social skills training and suggests
interventions to teacher but rarely
provides counseling or behavioral
coaching to students.
School psychologist consistently
provides social skills training,
counseling, and behavioral
coaching and consults with
teachers to develop appropriate
interventions targeted to
assessment outcomes.
In addition to meeting the criteria for
effective on this standard, the school
psychologist assumes a leadership
role that includes teaching teachers
how to incorporate strategies into
their classroom routines and
provides modeling and coaching to
assure that interventions are
implemented with fidelity.
EVIDENCE:
3d:
Addressing social-emotional
needs of students by providing
social skills training, counseling,
and/or behavioral coaching, and
working with teachers and/or
parents to plan and implement
interventions
EVIDENCE:
3e:
Demonstrating flexibility and
responsiveness
EVIDENCE:
School psychologist adheres to
standard ways of delivering
psychological services in spite of
evidence of its inadequacy. When
leading meetings, can be directive,
inflexible, and unresponsive to other
team members.
School psychologist makes modest
changes in the delivery of
psychological services when
confronted with evidence of the need
for change. Typically asks others to
share information at meetings but
does not always thoughtfully
consider that information in leading
the team to decisions.
School psychologist consistently
reviews and revises the delivery
of psychological services in ways
that are responsive to the needs
of students, families, teachers,
and schools. Consistently
encourages discussion at team
meetings and leads the team to
thoughtfully consider all
information in coming to a
decision.
School psychologist is continually
seeking ways to improve the delivery
of psychological services, making
changes in response to student,
parent, or teacher input. The school
psychologist regularly shares
expertise at the school, department,
and/or district level. Is an advocate
of team decision making, soliciting
multiple views and leading the team
to thoughtfully consider all
information in coming to a decision.
DOMAIN 4 FOR SCHOOL PSYCHOLOGISTS: PROFESSIONAL RESPONSIBILITIES
COMPONENT
4a:
Reflecting on practice
INEFFECTIVE
DEVELOPING
EFFECTIVE
HIGHLY EFFECTIVE
School psychologist does not reflect
on practice, or the reflections are
inaccurate or self-serving.
School psychologist’s reflection on
practice is moderately accurate and
objective without citing specific
examples, and with only global
suggestions as to how it might be
improved.
School psychologist’s reflection
provides an accurate and
objective description of practice,
citing specific positive and
negative characteristics. School
psychologist makes some specific
suggestions as to how delivery of
psychological services might be
improved.
School psychologist’s reflection is
highly accurate and perceptive, citing
specific examples of interventions
that were not fully successful for at
least some students. School
psychologist draws on an extensive
repertoire to suggest alternative
strategies.
School psychologist’s records are in
disarray; components may be
missing, illegible, or stored in an
insecure location; case files are
inconsistently submitted to special
education records for scanning.
School psychologist’s records are
accurate and legible and are stored
in a secure location. Case files are
usually submitted in keeping with
district guidelines.
School psychologist’s records are
accurate and legible, well
organized, and stored in a secure
location. Case files are
consistently submitted in keeping
with district guidelines. MET
reports are written in a way that
parents and teachers find them to
be useful.
In addition to meeting the criteria for
effective on this standard, case files
are always submitted in keeping with
district guidelines, deadlines are
always met, and MET reports are
complete, well-written, edited, and
understandable.
EVIDENCE:
4b:
Maintaining accurate records
EVIDENCE:
4c:
Communicating with families
School psychologist fails to
communicate with families and
secure necessary permission for
evaluations or communicates in an
insensitive manner.
School psychologist’s
communication with families is
partially successful; permissions are
obtained, but there are occasional
insensitivities to cultural and
linguistic traditions.
School psychologist consistently
communicates with families and
secures necessary permission for
evaluations and does so in a
manner that is sensitive to
cultural and linguistic traditions.
School psychologist secures
necessary permissions and
communicates with families in a
manner highly sensitive to cultural
and linguistic traditions. School
psychologist reaches out to families
of students to enhance trust.
School psychologist’s relationships
with colleagues are negative or selfserving, and school psychologist
avoids being involved in school and
district events and projects.
School psychologist’s relationships
with colleagues are cordial, and
school psychologist participates in
school and district events and
projects when specifically requested
to do so.
School psychologist participates
actively in school and district
events and projects and maintains
positive and productive
relationships with colleagues.
Occasionally takes on a
mentoring role with colleagues
new to the profession or district.
School psychologist makes a
substantial contribution to school and
district events and projects and
assumes leadership with colleagues.
Often takes on a mentoring role with
colleagues new to the profession or
district.
School psychologist rarely
participates in professional
development activities, even when
such activities are clearly needed for
the ongoing development of skills.
School psychologist’s participation in
professional development activities
is limited to those that are
convenient or are required.
School psychologist seeks out
opportunities for professional
development based on an
individual assessment of need.
School psychologist actively pursues
professional development
opportunities and makes a
substantial contribution to the
profession through such activities as
offering workshops to colleagues.
EVIDENCE:
4d:
Participating in professional
communities, including those
established at assigned schools
and with school psychologist
colleagues
EVIDENCE:
4e:
Growing and developing
professionally
EVIDENCE:
4f:
Demonstrating professionalism
EVIDENCE:
School psychologist sometimes
displays dishonesty in interactions
with colleagues, students, and/or the
public, does not exercise good
judgment in professional settings,
and/or violates principles of
confidentiality.
School psychologist is honest in
interactions with colleagues,
students, and the public, plays a
moderate advocacy role for students,
exercises good judgment in
professional settings, and does not
violate confidentiality.
School psychologist displays high
standards of honesty, integrity,
and confidentiality in interactions
with colleagues, students, and the
public; exercises good judgment
in professional settings; and
advocates for students when
needed.
School psychologist can be counted
on to hold the highest standards of
honesty, integrity, professional
judgment, and confidentiality and to
advocate for students, taking a
leadership role with colleagues.